ASSIGNMENT DETAILS:
Assignments / Aligning ELL Proficiency StandardsCreate a chart that aligns the ELL Proficiency Standards to the Arizona Language Arts Academic Standards.
Write a reflection of 250-500 words in which you note where the standards are similar and where they are different.
APA format is required, and solid academic writingis expected.
Include a title page with this assignment.
Lecture 5 (If you need it)
Integrating Language Arts into the Content Areas
Introduction
Contrary to the myth that English and Reading teachers are the only ones who can effectively teach literacy and language skills to students, research (Schmoker, 2005) points out that content area teachers have an exciting opportunity to incorporate language arts into the teaching of their contents (e.g., science, mathematics, social studies, arts, and physical education). There are myriad ways in which every teacher with whom the English language learner interacts to enhance and enrich the content area curriculum with opportunities for English language development.
Integrating Language Arts Into Content Areas
Biancarosa and Snow (2004, as cited in Short & Echevarria, 2005) reported in the White House Initiative on Educational Excellence for Hispanic Americans "that as a group, English language learners (ELLs) struggle in school. Compared with native English speakers, ELLs have higher dropout rates and demonstrate significant achievement gaps on state and national assessments" (p. 9). Not only do the ELLs have to meet the accountability standards mandated in the No Child Left Behind initiative, but they also must master the "challenge of learning, comprehending, and applying the academic English through which teachers and textbooks deliver important information" (Short & Echevarria, 2005, p. 9). Depending on their experience and background knowledge, ELLs acquire proficiency in conversational as well as academic English at varying rates. Collier and Thomas (as cited in Short & Echevarria, 2005) explain "conversational fluency in a new language develops inside and outside the classroom, and students can attain it in one to three years" (p.10). Cummins (2003) describes that academic language is very complex, and it is critical for students' success in school. According to Cummins, this particular ability takes longer to develop and occurs systematically in academic settings.
Freeman and Freeman (2003) noted that there are two explanations of how English learners learn to read. The word recognition approach of phonics-based instruction focuses on the premise that reading is a process that relies mostly on recognizing various words. In school, students learn new vocabulary through pre-teaching activities. In addition, teachers instruct students to break words into parts in order to identify them. Teachers encourage the students to build sight-word banks and use the rules of phonics to sound out unfamiliar words in order to identify them. An example of an activity might be one where students read aloud in order for the teacher to assist them in identifying words and then supplying the words that the students might not know.
On the other hand, Freeman and Freeman (2003) explain that the sociopsycholinguistic approach is one in which the reading process is viewed as constructing meaning. In schools where this model is in place, students acquire new vocabulary by encountering new words in context. Word parts are studied and dissected only during linguistic investigations. The teacher assists the students in mastering strategic skills for constructing meaning while reading. These strategies include predicting, clarifying, questioning, and summarizing. A sample activity where this model is in place has students read in pairs or read silently while they employ the strategies that they have learned in order to help them understand what they read.
Dutro and Moran (2005) contend that when working with English language learners, teachers need to provide a substantial amount of opportunities for the students to be engaged in meaningful use of language. Students should also receive instruction in how the English language works. Furthermore, instruction should:
Build on students' prior knowledge of both language and content; create meaningful contexts for functional use of language; provide comprehensible input and model forms of language in a variety of ways connected to meaning; provide a range of opportunities for practice and application as to develop fluency; establish a positive and supportive environment for practice, with clear goals and immediate corrective feedback; and reflect on the forms of language and the process of learning. (Dutro & Moran, p. 242)
Research indicates that there are two components to a sheltered immersion instruction program. According to Dutro and Moran (2005), the systematic English language development is programmed in order to build a strong basis in English language utilizing an "organized method that does not leave the development of forms or fluency to random experiences or chance encounters" (p. 246). At the beginning level, the focus is on "understanding commands, or giving simple one-word responses in survival situations like getting what you need or following directions" (p. 247). At the intermediate and advanced levels, students continue to be actively engaged in reading, writing, and discussion.
In 2002, Allington and Johnston (as cited in Ivey & Baker, 2004) were able to conclude that those teachers who experienced success with students who were struggling readers engaged in small group instruction instead of direct instruction. These teachers were able to assess the students' needs, individualize and differentiate the instruction, and monitor their progress because of one-on-one interaction.
Effective instructional strategies for English language learners are similar to those strategies outlined earlier for adolescents. These strategies include activating prior knowledge, teaching new vocabulary, setting a purpose for reading, and being actively involved in the text when reading (Gilpatrick, 2007).
Conclusion
When English language learners receive instruction from content-area teachers who have had sufficient training in Sheltered English instruction to address the students' language development needs or to make content instruction comprehensible to them, their language acquisition is further enhanced and they will show improvement on the academic achievement tests. The strategies used by the content area teachers are ones include vocabulary instruction, previewing, asking questions, and summarizing. When these strategies are repeated in all content areas throughout the day, the students will be able to internalize these skills which will in turn allow them to be successful in school.
References
Biancarosa, G., & Snow, C. E. (2004). Reading next-A vision for action and research in middle and high school literacy: A report to Carnegie Corporation of New York. Washington, DC: Alliance for Excellent Education.
Cummins, J. (2003). BICS and CALP. I Teach I Learn. Retrieved April 9, 2008, from
Dutro, S., & Moran, C. (2005). Rethinking English language instruction: An architectural approach. In G. G. Garcia (Ed.), English learners: Reaching the highest level of English literacy (pp. 227-258). Newark, DE: International Reading Association.
Freeman, D., & Freeman, Y. (2003). Teaching English learners to read: Learning or acquisition? In G.G. Garcia (Ed.), English learners: Reaching the highest level of English literacy (pp. 34-54). Newark, DE: International Reading Association.
Gilpatrick, M. K. (2007). Dual-language bilingual immersion program: Impact on adolescent reading skills. Unpublished doctoral dissertation, Argosy University, Phoenix, AZ.
Ivey, G., & Baker, M. I. (2004). Phonics instruction for older students? Just say no. Educational Leadership, 61(6), 35-39.
Schmoker, M. (2006). Results now: How we can achieve unprecedented improvements in teaching and learning. Alexandria, VA: Association for Supervision and Curriculum Development.
Short, D., & Echevarria, J. (2005). Teacher skills to support English language learners. Educational Leadership, 62(4), 8-13.
Lecture Note
Read Lecture 6.
ELL Proficiency Standards
Introduction
Educators often run into the dilemma of determining what students need to learn. This module discusses, defines, and analyzes the methods of determining what students need to learn and how to assess that learning according to the ELL proficiency standards.
English Language Learner Proficiency Standards (Listening)
Research (as cited in Schütz, 2007; Cummins, 2003) has shown that most language learners go through a silent stage prior to speaking. This stage must be respected. Learners must not be threatened or forced to speak. Research also states that consistent and overt student engagement in the form of active speaking and listening is essential to student learning and language acquisition. Teaching strategies, including cognitive learning strategies, choral responses, group discussions, and other student engagement activities, must be incorporated frequently in order to build student skills in listening, speaking, reading, and writing. Learning can be accelerated through the use of comprehensible input, total physical response, linguistic encoding (parallel talk describing the student's actions), and the creation of multiple, authentic opportunities for students to use the language.
Educators should respect this stage and provide students with opportunities for active listening and speaking. These opportunities include such strategies as thinkalouds, choral readings and responses, as well as group discussions. Any type of instruction should be in the form of comprehensible input, to ensure students can clearly understand and process the information as well as the concepts. Furthermore, students should have ample opportunities for total physical response, allowing them the opportunity to practice the concepts by using their bodies. Other natural language acquisition activities, such as language experience lessons, will enhance and enrich the students' mastery of new concepts.
English Language Learner Proficiency Standards (Reading)
For the students in the elementary grades, the learners can choose essential words to copy and write. They can also keep journals or learning logs to illustrate and/or write definitions of vocabulary words. At this level teachers can assist the students to produce word walls with graphic organizers, such as concept definition maps. Employing strategies such as choral reading, shared reading, and echo reading assist the development of literacy in the new language. Poetry, word walls, and rhymes can be used to develop phonemic awareness.
For those students in the intermediate and secondary levels who are not literate in their first language, teachers can use many of the above-stated activities. Those students who are literate in their native language will also benefit from these activities as well as connections made between the first and second language. These include learning about cognates, making word sorts, and outlining steps for successful reading. Introducing and incorporating graphic organizers such as guided reading organizers, Venn diagrams, and character maps provide opportunities for the English learner to be an active reader.
English Language Learner Proficiency Standards (Writing)
In Arizona, in addition to content area standards in reading, writing, mathematics, science, and social studies that have been developed by professional educators, additional standards have been developed specifically for English language learners. These standards are specifically designed to address the four components of language: listening, speaking, reading, and writing. According to the Arizona Department of Education's Office of English Language Acquisition (2004):
ELL students who are pre-literate will demonstrate many of the same characteristics as English-speaking students. For example, they will draw to express themselves following a comprehensible request to do so by the teacher. Their text may or may not include letters or approximations of letters, or known words, if they understand the concept of using words to communicate about what they have just drawn. They may be able to write their own names. These characteristics may be evident far into the school year, and they also may be present in the 1st or 2ndgrade by students who have not been schooled or who have had little education in their countries of origin. (¶2)
For students in the intermediate and secondary levels:
English language learners who have grade-equivalent literacy in their own native languages will demonstrate similar characteristics at the different grade levels while at the pre-literate or early beginner level. For example, new learners of a language may be able to copy words from the environment or from the board, but they may not be capable of producing any words of authentic text. Given scaffolds such as a choice between two pictures and their accompanying words, English language learners are able to choose the correct picture and consequently record the word that describes that picture.
As ELL students progress, they will be able to write words in cloze activities as long as pictures are present to provide the learners with meaning. The students will be able to arrange printed words with pictures into very simple sentences, copy the sentences they have formed, write simple paragraphs of two to three sentences using the same picture-supported cards, and subsequently copy the paragraphs they have created. Removing scaffolds, such as the pictures, or creating spaces for the students to respond to authentic text prepares the students to write on their own. When creating authentic text, English learners will use what they know about their first language and apply that language's syntax and phonemes to their early attempts at written English. This phenomenon is known as "interlanguage" and is a normal and expected part of the process of learning to write in a new language. (Writing, p.3-4)
Conclusion
Utilizing a standards-based instruction can ensure that all students can master the objectives that have been outlined. To further maximize students' learning, teachers can continually administer formative assessments during instruction as well as summative assessments to provide meaningful and relevant feedback to students regarding their progress in meeting and exceeding the standards.
References
Cummins, J. (2003). Putting language proficiency in its place: Responding to critiques of the conversational/academic language distinction. I Teach I Learn. Retrieved April 23, 2008, from
Schütz, R. (2007, July). Stephen Krashen's theory of second language acquisition. English Made in Brazil. Retrieved April 23, 2008, from
State of Arizona Department of Education. (2004, January 26). English language learner proficiency standard: Writing. Retrieved on February 3, 2008, from
Textbook
1. 99 Ideas and Activities for Teaching English Learners With the SIOP Model
Read chapter 8.(Will try to load this as a separate file.)
Electronic Resource
1. Arizona English Language Learner Proficiency Standards
Review the "Arizona English Language Learner Proficiency Standards."
Additional Material
1. Vocabulary Exercises
Review "Vocabulary Exercises" for use in the "Develop Eight SIOP Lessons for a Unit Plan" assignment.
(Will try to load this as a separate file.)
2. SIOP Lesson Plan
Review the "SIOP Lesson Plan" for use in the "Develop Eight SIOP Lessons for a Unit Plan" assignment.
Will Load this as a separate file.